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1.
Online peer assessment (OPA) has been increasingly adopted to develop students' higher-order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA (n = 7; k = 22) and a control group or a pre–post comparison (n = 10; k = 17) were reviewed in this meta-analysis. The overall effect of OPA on HOT was significant (g = 0.76). Furthermore, OPA exerted more significant effects on convergent HOT (eg, critical thinking, reasoning and reflective thinking; g = 0.97) than on divergent HOT (eg, creativity and problem-solving; g = 0.38). Reciprocal roles and anonymity were found to positively moderate the impacts of OPA on HOT, although their moderating effects were not statistically significant because of small sample size of studies in the analysis. The results of the meta-analysis reinforce the arguments for regarding OPA as a powerful learning tool to facilitate students' HOT development and reveal important factors that should be considered when adopting OPA to enhance students' HOT.

Practitioner notes

What is already known about this topic
  • Online peer assessment (OPA) has significant positive impacts on learning achievement.
  • OPA has been regarded as a potential approach to cultivating students' higher-order thinking (HOT) but has not been proved by meta-analysis.
  • OPA should be carefully designed to maximise its effectiveness on learning.
What this paper adds
  • OPA has been proved to significantly positively influence students' HOT via meta-analysis.
  • OPA exerted more significant effects on convergent HOT than on divergent HOT.
  • The potential of reciprocal roles and anonymity for moderating the impacts of OPA on HOT should not be underestimated.
Implications for practice and/or policy
  • OPA could be a wise choice for practitioners when they help students to achieve a balanced development of HOT dispositions and skills.
  • Students' divergent HOT can be encouraged in their uptake of peer feedback and by allowing them autonomy in deciding assessment criteria.
  • OPA with design elements of reciprocal roles and anonymity has great potential to promote students' HOT.
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2.
A significant body of the literature has documented the potential of Augmented Reality (AR) in education, but little is known about the effects of AR-supported instruction in tertiary-level Medical Education (ME). This quasi-experimental study compares a traditional instructional approach with supplementary online lecture materials using digital handout notes with a control group (n = 30) and an educational AR application with an experimental group (n = 30) to investigate any possible added-value and gauge the impact of each approach on students' academic performance and training satisfaction. This study's findings indicate considerable differences in both academic performance and training satisfaction between the two groups. The participants in the experimental group performed significantly better than their counterparts, an outcome which is also reflected in their level of training satisfaction through interacting and viewing 3D multimedia content. This study contributes by providing guidelines on how an AR-supported intervention can be integrated into ME and provides empirical evidence on the benefits that such an approach can have on students' academic performance and knowledge acquisition.

Practitioner notes

What is already known about this topic
  • Several studies have applied various Augmented Reality (AR) applications across different learning disciplines.
  • The effects of AR on students' perceptions and achievements in higher education contexts is well-documented.
  • Despite the increasing use of AR-instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction.
What this paper adds
  • This quasi-experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes).
  • This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR-supported ME courses.
  • The experimental group reported greater training satisfaction than their counterparts.
Implications for practice and policy
  • Students who followed the AR-supported instruction achieved better academic performance that those in the control group.
  • AR-supported interventions encourage active learning and lead to significant performance improvement.
  • The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre-test performance scores.
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3.
The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.

Practitioner notes

What is already known about this topic
  • Researchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently.
  • An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context.
  • Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction.
What this paper adds
  • This quasi-experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications-VR, Video Learning Recourses-VLR).
  • The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance.
  • The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long-term memory retention.
Implications for practice and policy
  • Educators are advised to consider the systematic adoption of “immersive” multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry.
  • Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context.
  • Educational researchers are advised to integrate stereoscopic 360°-VR solutions in the conventional classroom settings.
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4.
The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo-KiGa, for use in Austrian kindergartens. Using a mixed-methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets the required quality criteria and is comparable to the print version and (b) how instructors and children perceive its practicality and comprehensibility, as well as which version kindergarteners prefer. The results reveal that the digital assessment tool is both reliable (α = 0.85) and valid (convergent validity: r = 0.43; discriminant validity: r = 0.31). Results of the digital and print version were comparable (r = 0.83). Although children found both versions easy to use, most of them reported the digital version to be easier and also preferred. In light of the numerous benefits that digital assessments offer in terms of administration, evaluation, feedback and motivation, the digital version of GraWo-KiGa has great potential in easing kindergarten teachers' assessment procedures. However, due to the limited availability of digital resources, the print version will remain highly relevant in the future.

Practitioner notes

What is already known about this topic
  • Proper assessment is the basis of individualised support.
  • Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten.
  • In German-speaking countries, digitalisation has barely reached kindergarten.
  • The print version of GraWo-KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year.
What this paper adds
  • GraWo-KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version.
  • GraWo-KiGa is practical in use for both children and kindergarten teachers.
  • Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids.
Implications for practice and/or policy
  • Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes.
  • In kindergarten, the use of GraWo-KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically.
  • Digital assessments enable rapid and targeted allocation of children to support programmes.
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5.
Online professional development programmes have a long tradition in adult education. However, in early childhood education, such programmes are only just beginning to be developed. Before online professional development courses can be made inclusive, accessible and widely available to early childhood educators, they must meet a few basic requirements. The present study provides insights into essential aspects that need to be considered when setting up online professional development programmes, a field which is still in its infancy in Austria. The results of a representative survey (n = 317) demonstrated that early childhood educators' digital competencies are highly variable and cannot be taken for granted. The survey results also stress the need to provide educators with functional digital devices appropriate to their work environment. Early childhood educators' interest in online professional development programmes is very high, in recognition of the advantages afforded by flexible participation options independent of users' time constraints or location. The development of attractive, compelling and accessible online professional development courses can contribute to current professionalisation efforts in the field of early childhood education.

Practitioner notes

What is already known about this topic
  • Online professional development has already a very long tradition in the field of adult vocational training but not in Early Childhood Education.
  • The possibility of attending online professional development programmes independent of a participant's time constraints or location is viewed as a particularly beneficial advantage.
  • Online professional development programmes positively affect the professionalisation of educators. For this reason, they must increasingly be integrated into the field of early childhood education.
What this paper adds
  • In the field of early childhood education in German-speaking regions, online professional development training courses are only beginning to be developed.
  • This paper examines the challenges and barriers for early childhood educators associated with implementing online professional development programmes for early childhood educators.
  • The survey was conducted during the COVID-19 pandemic and includes current data on the ongoing digitalisation boom.
Implications for practise and/or policy
  • Online professional development courses should not be understood as competition for conventional face-to-face programmes. Instead, they act as a useful supplement.
  • Media competencies are a fundamental prerequisite for everyday professional life—early childhood educators need functional media devices, stable internet connections, and support structures in IT and computer literacy.
  • Early childhood educators require effective instruction in using online professional development programmes to expand online professional development programmes in their field. They must also address compelling topics in early childhood education relevant to educators' practise.
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6.
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.

Practitioner notes

What is already known about this topic
  • Educational applications provide children with unrestricted access to mobile learning resources.
  • Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
  • There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.
What this paper adds
  • Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
  • Perceived enjoyment predicted behavioural intention to use the application.
  • Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.
Implications for practice and/or policy
  • These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
  • Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
  • The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.
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7.
Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.

Practitioner notes

What is already known about this topic
  • DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
  • Students who solve more problems within math games tend to show higher performance after gameplay.
  • Students' engagement with mathematics is often related to their prior math performance.
What this paper adds
  • For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
  • Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
  • Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.
Implications for practice and/or policy
  • DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
  • DragonBox 12+ can engage students with mathematics across achievement levels.
  • Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.
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8.
Understanding students' privacy concerns is an essential first step toward effective privacy-enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non-self-disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non-self-disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non-self-disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non-self-disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy-enhancing practices' development in higher education is offered.

Practitioner notes

What is already known about this topic
  • Addressing students' privacy is critical for large-scale learning analytics (LA) implementation.
  • Understanding students' privacy concerns is an essential first step to developing effective privacy-enhancing practices in LA.
  • Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA.
What this paper adds
  • The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education.
  • It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self-disclosure behaviour in the LA context of higher education.
  • It offers a set of relevant implications for LA researchers and practitioners.
Implications for practice and/or policy
  • Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information.
  • Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success.
  • Contextual factors that may influence students' privacy concerns should be considered.
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9.
The COVID-19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid-19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed-method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re-evaluate traditional pedagogical approaches in the online context.

Practitioner notes

What is already known about this topic
  • University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
  • The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
  • Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
What this paper adds
  • Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
  • Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
  • Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
Implications for practice and/or policy
  • We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
  • We offer insights into student experience concerning online learning environments during an abrupt transition.
  • We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.
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10.
Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open-access, three-step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and app design features. When applied to a selection of available maths apps previously evaluated with children in the first 3 years of school (the final sample included 23 apps), results showed that practice-based apps were the most common app type tested (n = 15). Basic number skills, such as number representation and relationships, were the most common area of mathematics targeted by apps (n = 21). A follow-up qualitative comparative analysis showed observed learning outcomes with maths apps were enhanced when apps combined the following: a scaffolded and personalised learning journey (programmatic levelling) and explanations of why answers were right or wrong (explanatory feedback), as well as praise, such as ‘Great job!’ (motivational feedback). This novel evidence stresses the significance of feedback and levelling design features that teaching practitioners and other stakeholders should consider when deciding which apps to use with young children. Directions for future research are discussed.

Practitioner notes

What is already known about this topic
  • Educational apps have been shown to support maths attainment in the first 3 years of school.
  • Several existing frameworks have attempted to assess the educational value of some of these maths apps.
  • Emerging experimental evidence also demonstrates the benefits of specific app design features, including feedback and levelling.
What this paper adds
  • Practice-based maths apps are the most common type of app previously evaluated with young children.
  • These evaluated maths apps have mostly focused on basic number skills.
  • The combination of explanatory and motivational feedback, with programmatic levelling (either dynamic or static), was a necessary condition for enhancing learning outcomes with maths apps.
Implications for practice and policy
  • The inclusion of feedback and levelling in maths apps should be considered by app developers when designing apps, and by educational practitioners and parents when deciding which apps to use with their children.
  • Further consideration is also needed for the development of educational apps that include a broad range of maths skills.
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11.
Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions.

Practitioner notes

What is already known about this topic
  • Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.
  • Assessment tools have been developed in different educational domains for teaching practice.
  • Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.
What does the paper add
  • Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.
  • Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.
  • Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.
Implications for practice and/or policy
  • Learning analytics can enhance the eliciting of students' conceptions.
  • Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions.
  相似文献   

12.
The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self-regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self-determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between students' previous technical (AI) and disciplinary (English) knowledge and SRL, using an AI conversational chatbot. Data were collected from 323 9th Grade students through a questionnaire and a test. The students completed an AI basic unit and then learned English with a conversational chatbot for 5 days. Confidence intervals were calculated to investigate the mediating effects. We found that students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot, and that satisfying the need for autonomy and competence mediated the relationships between both knowledge (AI and English) and SRL, but relatedness did not. The self-directed nature of SRL requires heavy cognitive learning and satisfying the need for autonomy and competence may more effectively engage young children in this type of learning. The findings also revealed that current chatbot technologies may not benefit students with relatively lower levels of English proficiency. We suggest that teachers can use conversational chatbots for knowledge consolidation purposes, but not in SRL explorations.

Practitioner notes

What is already known about this topic
  • Artificial intelligence (AI) technologies can potentially support students' self-regulated learning (SRL) of disciplinary knowledge through chatbots.
  • Needs satisfaction in Self-determination theory (SDT) can explain the directive process required for SRL.
  • Technical and disciplinary knowledge would affect SRL with technologies.
What this paper adds
  • This study examines the mediating effects of needs satisfaction in SDT on the relationship between students' previous AI (technical) and English (disciplinary) knowledge and SRL, using an AI conversational chatbot.
  • Students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot.
  • Autonomy and competence were mediators, but relatedness was not.
Implications for practice and/or policy
  • Teachers should use chatbots for knowledge consolidation rather than exploration.
  • Teachers should support students' competence and autonomy, as these were found to be the factors that directly predicted SRL.
  • School leaders and teacher educators should include the mediating effects of needs satisfaction in professional development programmes for digital education.
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13.
Capturing evidence for dynamic changes in self-regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. Learning outcome and log data (257 K events) were collected from n = 226 students. We used a complex systems framework to model the differences in SRL including the amount, interrelatedness, density and regularity of engagement captured in digital trace data (ie, logs). Differences were compared between students who were predicted to (1) perform poorly (control, n = 48), (2) perform poorly and received intervention (treatment, n = 95) and (3) perform well (not flagged, n = 83). Results indicated that the regularity of students' engagement was predictive of course grade, and that the intervention group exhibited increased regularity in engagement over the control group immediately after the intervention and maintained that increase over the course of the semester. We discuss the implications of these findings in relation to the future of artificial intelligence and potential uses for monitoring student learning in online environments.

Practitioner notes

What is already known about this topic
  • Self-regulated learning (SRL) knowledge and skills are strong predictors of postsecondary STEM student success.
  • SRL is a dynamic, temporal process that leads to purposeful student engagement.
  • Methods and metrics for measuring dynamic SRL behaviours in learning contexts are needed.
What this paper adds
  • A Markov process for measuring dynamic SRL processes using log data.
  • Evidence that dynamic, interaction-dominant aspects of SRL predict student achievement.
  • Evidence that SRL processes can be meaningfully impacted through educational intervention.
Implications for theory and practice
  • Complexity approaches inform theory and measurement of dynamic SRL processes.
  • Static representations of dynamic SRL processes are promising learning analytics metrics.
  • Engineered features of LMS usage are valuable contributions to AI models.
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14.
Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes.

Practitioner notes

What is already known about this topic
  • Video is a popular teacher training medium given its ability to display classroom situations.
  • Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years.
  • Situational interest and self-efficacy in classroom management is vital for student teachers' professional development.
What this paper adds
  • VR outperforms video in promoting student teachers' triggered interest in classroom management.
  • Student teachers felt more efficacious in classroom management after participating in VR.
  • VR also invoked higher extraneous cognitive load than the video.
Implications for practice and/or policy
  • VR provides an authentic teacher training environment for classroom management.
  • The design of the VR training environment needs to ensure a low extraneous cognitive load.
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15.
Socially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The recent development of trace-based assessment has enabled innovative opportunities to overcome the problem. Despite the potential of a trace-based approach to study SSRL, there remains a paucity of evidence on how trace-based evidence could be captured and utilised to assess and promote SSRL. This study aims to investigate the assessment of electrodermal activities (EDA) data to understand and support SSRL in collaborative learning, hence enhancing learning outcomes. The data collection involves secondary school students (N = 94) working collaboratively in groups through five science lessons. A multimodal data set of EDA and video data were examined to assess the relationship among shared arousals and interactions for SSRL. The results of this study inform the patterns among students' physiological activities and their SSRL interactions to provide trace-based evidence for an adaptive and maladaptive pattern of collaborative learning. Furthermore, our findings provide evidence about how trace-based data could be utilised to predict learning outcomes in collaborative learning.

Practitioner notes

What is already known about this topic
  • Socially shared regulation has been recognised as an essential aspect of collaborative learning success.
  • It is challenging to make the processes of learning regulation ‘visible’ to better understand and support student learning, especially in dynamic collaborative settings.
  • Multimodal learning analytics are showing promise for being a powerful tool to reveal new insights into the temporal and sequential aspects of regulation in collaborative learning.
What this paper adds
  • Utilising multimodal big data analytics to reveal the regulatory patterns of shared physiological arousal events (SPAEs) and regulatory activities in collaborative learning.
  • Providing evidence of using multimodal data including physiological signals to indicate trigger events in socially shared regulation.
  • Examining the differences of regulatory patterns between successful and less successful collaborative learning sessions.
  • Demonstrating the potential use of artificial intelligence (AI) techniques to predict collaborative learning success by examining regulatory patterns.
Implications for practice and/or policy
  • Our findings offer insights into how students regulate their learning during collaborative learning, which can be used to design adaptive supports that can foster students' learning regulation.
  • This study could encourage researchers and practitioners to consider the methodological development incorporating advanced techniques such as AI machine learning for capturing, processing and analysing multimodal data to examine and support learning regulation.
  相似文献   

16.
《About Campus》2004,9(2):1-32
  • What Would Boyer Do?
    • Glenn R. Bucher and Jenell J. Patton
    • Some of the challenges higher education faces today may not have existed in Ernest Boyer's day but, the authors suggest, his solutions are more relevant than ever.
  • Alignment for Learning: Reorganizing Classrooms and Campuses
    • John Tagg
    • Taking a clear‐eyed look at the policies we create and getting rid of those that aren't encouraging deep learning among our students is, the author argues, hard and necessary work.
  • Too Sure Too Soon: When Choosing Should Wait
    • Camille Helkowski and Matt Sheahan
    • What happens when college students decide their futures too quickly? A recent graduate and his counselor mother share lessons from their experience.
  • Departments
  • In Practice—Digital Video Brings Lesbian, Gay, Bisexual, and Transgender Training to Life
    • Kerry John Poynter
    • Duke University discovered that digital video can be an effective medium for training those who work with lesbian, gay, bisexual, and transgender students.
  • Campus Commons—Full Exposure
    • Lee Burdette Williams
    • Baring more than a soul can make a powerful statement.
  • What They're Reading—Clueing Students In
    • Jeanine A. Ward‐Roof
    • The educator's responsibility includes helping students break the academic speaking and thinking code.
  相似文献   

17.
Game-based assessment (GBA), a specific application of games for learning, has been recognized as an alternative form of assessment. While there is a substantive body of literature that supports the educational benefits of GBA, limited work investigates the validity and generalizability of such systems. In this paper, we describe applications of learning analytics methods to provide evidence for psychometric qualities of a digital GBA called Shadowspect, particularly to what extent Shadowspect is a robust assessment tool for middle school students' spatial reasoning skills. Our findings indicate that Shadowspect is a valid assessment for spatial reasoning skills, and it has comparable precision for both male and female students. In addition, students' enjoyment of the game is positively related to their overall competency as measured by the game regardless of the level of their existing spatial reasoning skills.

Practitioner notes

What is already known about this topic:
  • Digital games can be a powerful context to support and assess student learning.
  • Games as assessments need to meet certain psychometric qualities such as validity and generalizability.
  • Learning analytics provide useful ways to establish assessment models for educational games, as well as to investigate their psychometric qualities.
What this paper adds:
  • How a digital game can be coupled with learning analytics practices to assess spatial reasoning skills.
  • How to evaluate psychometric qualities of game-based assessment using learning analytics techniques.
  • Investigation of validity and generalizability of game-based assessment for spatial reasoning skills and the interplay of the game-based assessment with enjoyment.
Implications for practice and/or policy:
  • Game-based assessments that incorporate learning analytics can be used as an alternative to pencil-and-paper tests to measure cognitive skills such as spatial reasoning.
  • More training and assessment of spatial reasoning embedded in games can motivate students who might not be on the STEM tracks, thus broadening participation in STEM.
  • Game-based learning and assessment researchers should consider possible factors that affect how certain populations of students enjoy educational games, so it does not further marginalize specific student populations.
  相似文献   

18.
《About Campus》2003,8(3):1-32
  • The Responsible Plagiarist—Understanding Students Who Misuse Sources
    • By Abigail Lipson and Sheila M. Reindl
    • Even students who are taking care not to plagiarize can misuse sources. The problem, argue the authors, isn't dishonesty or even carelessness, but students' understanding of what it means to participate in a community of scholars.
  • Our Incoming Students—What Are They Like?
    • By Linda J. Sax
    • For thirty‐seven years the Cooperative Institutional Research Program has, among other things, conducted an annual survey of the students entering our colleges and universities. What do recent surveys tell us about the newest students?
  • Studying How College Affects Students—A Personal History of the CIRP
    • By Alexander W. Astin
    • “Why in the world would anyone ever undertake such a project?” asks the author. He answers this and more in his autobiographical account of th origins and development of one of higher education's longest‐running research efforts.
  • DEPARTMENTS
  • Letters—How Many Latinos and Non‐Latino Whites Are There in the United States?
    • Gary Malaney clarifies; we respond.
  • Word for Word—The Age of White Guilt and the Disappearance of the Black Individual
    • By Shelby Steele
    • In a recent article in Harper's magazine, the author of the book The Content of Our Character continues his examination of being black in today's world. Here is some of what he has to say.
  • Campus Commons—Class Ring
    • By Scott C. Brown
    • All traditions had to get their start somewhere. But why this one? Why now?
  • What They're Reading—Another Look at “Making the Most of College”
    • By Deborah J. Taub
    • For people who work with students, Richard J. Light's book may not be full of surprises, but, says our reviewer, there are many other good reasons to read it.
  相似文献   

19.
Predictors of academic success at university are of great interest to educators, researchers and policymakers. With more students studying online, it is important to understand whether traditional predictors of academic outcomes in face-to-face settings are relevant to online learning. This study modelled self-regulatory and demographic predictors of subject grades in 84 online and 80 face-to-face undergraduate students. Predictors were effort regulation, grade goal, academic self-efficacy, performance self-efficacy, age, sex, socio-economic status (SES) and first-in-family status. A multi-group path analysis indicated that the models were significantly different across learning modalities. For face-to-face students, none of the model variables significantly predicted grades. For online students, only performance self-efficacy significantly predicted grades (small effect). Findings suggest that learner characteristics may not function in the same way across learning modes. Further factor analytic and hierarchical research is needed to determine whether self-regulatory predictors of academic success continue to be relevant to modern student cohorts.

Practitioner Notes

What is already known about this topic
  • Self-regulatory and demographic variables are important predictors of university outcomes like grades.
  • It is unclear whether the relationships between predictor variables and outcomes are the same across learning modalities, as research findings are mixed.
What this paper adds
  • Models predicting university students' grades by demographic and self-regulatory predictors differed significantly between face-to-face and online learning modalities.
  • Performance self-efficacy significantly predicted grades for online students.
  • No self-regulatory variables significantly predicted grades for face-to-face students, and no demographic variables significantly predicted grades in either cohort.
  • Overall, traditional predictors of grades showed no/small unique effects in both cohorts.
Implications for practice and/or policy
  • The learner characteristics that predict success may not be the same across learning modalities.
  • Approaches to enhancing success in face-to-face settings are not automatically applicable to online settings.
  • Self-regulatory variables may not predict university outcomes as strongly as previously believed, and more research is needed.
  相似文献   

20.
《About Campus》2003,8(1):1-32
  • Changing Institutional Culture for First‐Year Students and Those Who Teach Them
    • By Raymond Smith
    • When one university took on the challenge of improving student retention something surprising happened to their institutional culture. The author tells us about it.
  • How Are We Doing at Engaging Students? Charles Schroeder Talks to George Kuh
    • Research has told us a lot about what it takes to engage students. How well are we putting this knowledge into practice? George Kuh has made it his mission to find out.
  • Small Wins
    • By James J. Rhatigan and John H. Schuh
    • It is easy for us to overlook small successes when we are overwhelmed by and preoccupied with large projects and goals. Can these small wins help us accomplish great things?
  • DEPARTMENTS
  • Letters
    • The debate about handling student drinking continues.
  • Firstchoice: Innovative Academic Options for First‐Year Students
    • By Rhonda G. Mandel and Kathleen Evans
    • One university's struggle to create a first year program that can be taken seriously by both students and faculty.
  • Gifts
    • By Shirley H. Showalter
    • A lesson in the benefits of generosity.
  • A Woman's Education
    • By Kristen A. Renn
    • The author reviews Jill Ker Conway's latest book.
  相似文献   

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